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  • 51.
    Pramling Samuelsson, Ingrid
    et al.
    Göteborgs universitet.
    Bjervås, Lise-Lotte
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Emilson, Anette
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Dokumentation, kommunikation och lärprocesser i förskolan.2012Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, nr 8, s. 28-38Artikkel, forskningsoversikt (Annet vitenskapelig)
    Abstract [sv]

    Vi kommer i denna artikel att göra några korta presentationer av forskningsstudieroch diskutera dessa i relation till förskolans praktik. De områdensom vi specifikt kommer att beröra är dokumentation, kommunikationoch lärprocesser. Dokumentation, som är ett av de områden som det satsatsmycket på när det gäller fortbildning, kommer att sättas i relation tillkommunikation och lärprocesser som är två andra, i dag viktiga, begrepp iförskolans praktik.

  • 52.
    Puroila, Anna-maija
    et al.
    University of Oulu, Finland.
    Johansson, Eva
    University of Stavanger, Norway.
    Estola, Eila
    University of Oulu, Finland.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Einarsdottir, Johanna
    University of Iceland, Iceland.
    Broström, Stig
    Aarhus University, Denmark.
    Interpreting Values in the Daily Practices of Nordic preschools: A Cross-Cultural Analysis2016Inngår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, nr 2, s. 141-159Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract This study explored how practitioners interpreted educational practicesfrom the perspective of values in Nordic preschools. Drawing data from groupinterviews in five Nordic countries (Denmark, Finland, Iceland, Norway andSweden), practitioners reflected on an observational episode about children dressingfor outdoor play in a Swedish preschool. The research material consisted of extractsfrom group interviews in ten preschools (two from each Nordic country). Theresearch questions included: How do values emerge in practitioners’ interpretations?What is the interpretive process like, especially in the context of crossculturalresearch? The research material was analysed nationally and cross-nationally.Using Gadamer’s concept of horizons, the study examined how practitionersmade sense of the dressing episode, including the horizons of the text thatattracted the practitioners’ attention and the co-construction of interpretations in thegroup dialogues. The practitioners employed indirect means more often than directmeans to express their values. The group interviews contained themes that wereconnected to caring, disciplinary, competence and democratic values. The studyprovided evidence that practitioners shared some core pedagogical ideas and valuesacross Nordic preschools. Differences were apparent between individual practitionersand preschools rather than between the Nordic countries.

  • 53.
    Ree, Marianne
    et al.
    University of Stavanger, Norway.
    Emilson, Anette
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Participation in communities in ECEC expressed in child-educator interactions2019Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, s. 1-12Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to contribute to knowledge about children’s opportunities to participate in early childhood education and care (ECEC) communities. The study focuses on the communication between educators and children in ECEC settings and how the communication forms condition children’s opportunities to participate in the community. The research questions are: What kind of communication patterns occur in educator and child interactions and how do these influence children’s opportunities to participate in the ECEC community? How can the communication patterns and the opportunities for participation in a community be understood from a lifeworld and a system perspective? Theoretically, the study is based on Habermas’s (1995) social philosophical perspective and the way he views the world from both a lifeworld and a system perspective. His concepts of communicative and strategic action guide the study in the purpose to identify and interpret communication patterns. The data consist of video observations of educators and children in everyday interactions in three Norwegian ECEC institutions. The analysis generated three main categories representing different communication patterns and participation opportunities in the community: (a) controlling communication – limited participation, (b) supportive communication – passive participation, and (c) co-operative communication – mutual participation. The findings show a priority in early childhood education on the individual child and a goal-oriented practice where the educator controls the communication and, by that, the children’s lifeworlds.

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